The purpose of the study was to investigate the effect of Problem Solving Method on 9th grade students&amp / #8223 / problem solving performance and attitudes toward mathematics and problem solving. This study was done in 2007-2008 academic year, in a private high school in Ankara. In the present study the experimental-control group pre-test post-test research design was used. The study was done with 67 students of the private high school. Experimental group was instructed with Problem Solving Method and control group was instructed with Traditional Method. The treatment was given for seven weeks, 21 lesson hours. Problem Solving Performance Test, Problem Solving Attitude Scale and Mathematics Attitude Scale were administered as a pre test and a post test. Independent samples t-test was used to examine the hypotheses of the present study. The results revealed that there were no statistically significant mean differences between experimental group and control group related to gained scores of understanding the problem, making a plan and carrying out the plan steps in Problem Solving Performance Test and Mathematics Attitude Scale. However, there was a statistically mean difference between these groups with respect to gained scores of Problem Solving Attitude Scale.

This study attempts to compare the thinking abilities of homemaking girls with the thinking abilities of girls not taking homemaking. By emphasizing the problem-solving method in the teaching of an experimental unit, it proposes to determine whether homemaking students show greater gains in thinking ability at the end of the school year than non-homemaking students. The investigator proposes to find out if the student taught by techniques of problem-solving forms thinking habits superior to habits formed by those students who have not been taught by this method as extensively as homemaking students.

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Les travaux présentés dans cette thèse s’inscrivent dans une problématique d’amélioration continue appliquée aux produits et aux processus industriels, par la mise en place d’un système de Retour d’Expérience (REx) couplé au système PLM (Product Lifecycle Management) de gestion du cycle de vie du produit. Les développements, menés dans le cadre d’un partenarial industriel, ciblent l’établissement d’une solution de valorisation du patrimoine immatériel de l’entreprise, constitué des expériences et des connaissances détenues par les experts métier. L’objectif visé est d’assurer la pérennisation de cette expertise, la prévention et la limitation des erreurs et l’application de bonnes pratiques dans une démarche générale d’amélioration des produits et des processus. La solution est portée par la mise en place d’un système REx appliqué aux connaissances tacites et explicites impliquées dans les activités techniques de l'entreprise et visant à capitaliser au fur et à mesure les informations métier, porteuses de sens. L’intégration du REx au système PLM permet de lever une part des difficultés d’appropriation par les experts métier, utilisateurs du système REx. L’ancrage de ce REx aux méthodes de résolution de problèmes (PSM, Problem Solving Methods) induit une instrumentation tout à fait performante pour l’acquisition des connaissances tacites issues d’événements négatifs. L’extension aux processus d’évolution des Normes Techniques qui formalisent les règles métier de l’entreprise permet leur évolution vers des connaissances explicites. Le caractère non intrusif du système REx dans son utilisation est assuré par un couplage étroit au processus de Gestion des Modifications du PLM, la capitalisation des informations étant naturellement induite par la démarche mise en œuvre dans ce processus. Au final, le système REx proposé et instrumenté dans l’outil PLM permet, en différentes étapes, de capitaliser, de traiter puis d’exploiter dans des formes performantes le patrimoine immatériel mis en exergue au cours des expériences de résolution de problèmes produit ou processus. / The work presented in this thesis considers continuous improvement issues which are applied to industrial products and processes through the implementation of a Lesson Learned System (LLS) coupled with the Company's Product Lifecycle Management (PLM) system. As an industrial partnership, these developments aim to increase the value of the intangible assets of the business including the business agent’s experiences and knowledge. In order to ensure the sustainability of expertise, to prevent errors and to encourage the application of good practices, all within a general approach of product improvement. The solution relies on the implementation of the LLS process which is applied to tacit and explicit knowledge related to the technical activities of the company. The integration of the LLS and PLM Systems removes some of the difficulties of ownership of business agents. The implementation of LLS and Problem Solving Methods (PSM) infers an efficient instrumentation for the acquisition of tacit knowledge. The extension of the evolution processes of technical documents that formalise the techincal business rules allows its evolution towards explicit knowledge. Using non-intrusive LLS is provided by close coupling with the process of Change Management (CM) where information capitalisation is naturally led by the approach implemented in this processes. Finally, the proposed and instrumented LLS in the PLM tool allows to efficiently capitalise, process, and exploit the intangible capital of the company (information and knowledge) highlighted during the modification experiments of product data.

The diploma thesis focuses on learning Maths through French language using the CLIL method at a secondary vocational school. The acronym CLIL (Content and Language Integrated Learning), EMILE (Enseignement de Matières par Intégration d'une Langue Etrangère) or e.g. AICL (Apprentissage Intégré d'un Contenu et d'une Langue) refers to integrated learning of a content-based subject through an additional language. There are always two aims of such tuition. The first aim is the content goal (e.g. to gain particular specialized knowledge or skill in mathematics); the second aim is the language goal (e.g. to learn essential vocabulary and sentence structures in order to lead a discussion concerning the solution of a quadratic equation in the French language). Based on a literary research, analysis of educational CLIL materials, and especially in connection with theoretical grounds of the method (constructivism, problem-solving, critical thinking, active and communicative approach) there was established a study plan focusing on the topic of quadratic equations. The experimental tuition was put into practice with the 1st year students of a secondary school, where the French language is taught as the second foreign language. The main objective, apart from the tuition itself and its analysis, was to assess the...